• It is a whole school responsibility to safeguard and promote the welfare of children as its paramount concern.
• All children (defined as those up to the age of 18) regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection.
• All children have a right to be heard and to have their wishes and feelings taken into account.
• All staff understand safe professional practice and adhere to our code of conduct and other associated policies.
• All staff have a responsibility to recognise vulnerability in children and act on any concern in accordance with this guidance.

• Prevention ( e.g. positive, supportive, safe school culture, curriculum and pastoral opportunities for children, safer recruitment procedures);
• Protection (by following the agreed procedures, ensuring all staff are trained and supported to respond appropriately and sensitively to safeguarding concerns);
• Support (for all pupils, parents and staff, and where appropriate specific intervention for those who may be at risk of harm);
• Working with parents and other agencies (to ensure appropriate communications and actions are undertaken).

‘Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Governing bodies and proprietors should ensure their child protection policy reflects the fact that additional barriers can exist when recognising abuse and neglect in this group of children.

These can include:

• Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
• Being more prone to peer group isolation than other children;
• The potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
• Communication barriers and difficulties in overcoming these barriers.

To address these additional challenges, schools and colleges should consider extra pastoral support for children with SEN and disabilities.’                                    (Keeping Children Safe in Education, Jan 2021)

Studies have shown that children with SEND are 3.8 times more likely to be neglected or physically abused, 3.1 times more likely to be sexually abused and 3.9 times more likely to be emotionally abused. In fact, findings show that 31% of children with SEND suffer abuse compared with 9% of the rest of the population. Further to this, children with SEND are also at a higher risk of experiencing multiple abuses and of enduring multiple episodes of abuse.

In order to get help when they the fear or experience abuse, we recognise and understand that children with SEND have significant additional barriers to overcome in comparison their peers. These include:

• Some children may not recognise the abuse
• Children might not be able to ask for help
• The child may rely on their abuser to meet their needs – making it even more difficult to speak out
• Parents/Carers and professionals may miss signs of abuse/neglect, mistaking them as part of a child’s condition
• Professionals working with children with SEND may not be trained to spot the signs of abuse and neglect
• Children with disabilities and their families may feel isolated or without support due to a limited number of accessible services, meaning they may not know where to find help
• Abusers may try to excuse their behaviour, blaming it on the difficulties of caring for a child with SEND
• Professionals who work to support parents’/carers’ ability to meet their child’s additional needs may overlook parental behaviours that are not adequate
• Child protection professionals might not have the specialised skills to properly communicate with the child, or to accurately assess or understand a disabled child’s needs.

At Riverview, measures are in place to ensure the effective safeguarding of children with SEND. This includes:

• An inclusive curriculum that is relevant and appropriate to meet the needs of all learners
• Excellent quality first teaching through our whole-school PSHE programme to teach children about how to keep themselves safe
• Targeted social and emotional intervention to build positive relationships with staff
• Explicit teaching of all social and emotional skills through the PSHE curriculum
• Use of non-verbal methods of communication to communicate when help is needed
• Worry boxes for children to communicate with staff using their chosen method
• Working in partnership with parents/carers building close relationships with them to offer bespoke support
• Establish links with external agencies to enable accelerated identification of changes in behaviour and presentation and enable effective early intervention